Lesson Plan

Lesson Plan
Financial Literacy in Grades 6 & 7 French as a Second Language and the Arts (drama)
Core French – At the Market
Students build their understanding of personal financial planning by participating in a role play. Using age-appropriate French
vocabulary, students will take on a range of roles of shopping, selling goods or greeting people in a market. They gain an
understanding of value for money by budgeting to buy all items required, negotiating prices and practicing comparison shopping
skills. Students consider the role of citizens and the impact of personal decisions as they consider social, environmental and
economic impact of decisions (e.g., market vs. grocery store, knowing where products come from, support for local producers).
They build their understanding of the nature of money by looking at another currency (the Euro).
Curriculum Expectations
Learning Goals
Click here to access expectations written out in full for Grade 6 and 7
By the end of this lesson, students will
be able to:
Grade 6 French As a Second Language: Core French
Oral Communication
• participate in dialogues about familiar topics, and listen to and talk about short oral texts;
• identify and use the vocabulary and the grammar and language conventions appropriate
for this grade level.
• use French to role play purchasing
from a market food and other items
required for a picnic (comparing
prices, negotiating good deals)
• Je peux parler en français
• Je peux acheter des produits
• Je peux comparer les prix
• Je peux négocier un meilleur prix
Grade 7 French As a Second Language: Core French
Oral Communication
• communicate information and ideas in writing in structured and open-ended situations
for different purposes
• identify and use the vocabulary and the grammar and language conventions appropriate
for this grade level.
Grade 6 and 7- The Arts (drama)
B1. Creating and Presenting
• apply the creative process to drama and the development of drama works, using the
elements and conventions of drama to communicate feelings, ideas, and multiple
perspectives
Creating and Presenting
B1.1
B1.2
Sample Success Criteria
• I act in my role and have
conversations in French about
buying food
• Je peux participer à une
discussion/négociation dans un
jeu de rôle
• I plan how to spend money within a
budget to buy food in the market
• Je peux respecter mon budget
quand je fais mes achats
• I use French vocabulary to talk
about the things that influence my
decisions about what I buy (e.g.,
price, locally produced,
convenience, economic impact,
environmental impact)
• Je peux utiliser le vocabulaire
nécessaire pour communiquer
mes idées et opinions
• I use drama techniques to
realistically play a role
• Je peux participer dans un jeu de
rôle en respectant la situation
Financial Literacy in Grades 6 & 7 French as a Second Language and the Arts (drama) Pg 1 of 4
Instructional Components and Context
Readiness
Before this lesson, students will be able to:
• use appropriate vocabulary and sentence structures (e.g., questions, numbers, professions, foods, use of expressions
using vouloir and pouvoir to indicate needs and wants, double verb constructions, demonstrative adjectives)
• use mathematics skills to keep track of spending within total money available
• have some experience working in groups and working in role
Terminology
• Related vocabulary – post on a Word Wall. See Vocabulary List
• Cue cards for each role with relevant vocabulary See Role Cue cards
Materials
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Pictures of markets in France
Role cards
Vocabulary cues on Word Wall
Food and bric-à-brac items (baskets, blankets, etc.)
Chairs/tables/desks (to create market)
Pen/paper/calculator
Personal notes (unit notes)
Set up classroom like a market with food and signs on desks
Financial Literacy in Grades 6 & 7 French as a Second Language and the Arts (drama) Pg 2 of 4
Minds On
Whole Class – Student-led vocabulary review
Select a student leader to review relevant vocabulary by asking peers to respond to
questions e.g., “Comment dit-on “to buy” en français?” “Qu’est-ce que vous voulez acheter?”
“Où est-ce qu’on achète de la viande?”
Whole Class – Learning Goal and Success Criteria
Introduce Learning Goal and co-construct success criteria for the role play in the market.
Connections
Assessment of Learning (AoL)
• Observation checklist (use of
French, use of vocabulary)
Differentiated Instruction:
•
Provide direct support during
activity as needed.
Whole Class – Re-cap and Match
Recap concepts from previous lessons (e.g., vocabulary for negotiating, good value, value
for money, sales, “up sell”). Remind students about how they will be using this vocabulary
in the market activity and that they will have tools to support them (Role cards, word wall,
peers).
Distribute words/phrases from previous lesson on cards, one per student. Half of the words
are in English and half are in French. Students move around room trading cards. On a signal,
they ask questions in French to find the match to their card – French vocabulary with picture
or English translation. When they find the match, they practice saying the French
word/phrase as a part of a dialogue. Repeat, moving, switching, practicing.
Whole Class – Setting the Scene
Set the scene for Market activity by playing some “market music” and showing some pictures
of a French market. In the video, the brief clip of music we hear is from Ray Ventura et ses
Collégiens, Fantastique, France, 1931.
The Scene: “C’est 5h du matin.” (5 a.m.) Students will play roles of buyer, seller or market
manager.
Distribute Role cards to students representing their roles in the market. Role cards provide
students with questions or prompts relevant to their role in order to support dialogue.
Give students a few minutes to review these Role cards and practice the vocabulary on
the card and on the wall word.
Action!
Whole Class Experiential Learning – In the Market
Set up market before students enter the class.
Students will be playing one of the following roles. The different factors described are included
on their role/cue card:
• Buyer – Budgets vary for buyers. Some are shopping as “students” and some are
shopping as professionals with more money. There is also a range in the number of
people for whom the buyers are shopping. Some buyers also have a time limit to
make their purchases.
• Seller – Some sellers are provided with prices of their goods. Some sellers are not
provided with prices so they need to set their own prices and negotiate with
customers. Sellers are encouraged to consider how to balance having “sales” or
negotiating prices with buyers.
• Market manager – Market managers have the role of checking in with both buyers and
sellers, offering greetings and talking with people in the market.
Students will be collecting the food items they need to create a picnic lunch. Buyers will keep
track of how much they have spent with awareness of how this fits within their overall budget.
Sellers will keep track of how much they have earned with their sales.
Connections
Guiding Questions:
• Quels sont les mots et expressions
nécessaires pour parler en français?
• Où est-ce qu’on peut trouver le
vocabulaire pour parler en français?
• Est-ce que c’est trop cher?
• Est-ce que tu peux négocier?
Assessment for Learning (AfL)
• Teacher observation of student use
of French vocabulary while
participating in the role play.
Differentiated Instruction:
• Students select roles in consultation
with teacher based on interest and
student profile. Some students
receive direct support during activity.
Some are partnered with another
student, and more vocabulary/less
vocabulary prompts given.
Financial Literacy in Grades 6 & 7 French as a Second Language and the Arts (drama) Pg 3 of 4
Consolidation
Whole Class – Review and Reflection
La rétroaction – Students provide feedback on the experience, and teacher provides feedback
to students based on what was achieved/demonstrated during the lesson.
Assist students to self-assess their participation based on the success criteria.
Connections
Assessment as Learning (AaL)
• Student self-assessment of
participation based on reflective
questions posed by the teacher
(connected to the co-constructed
success criteria)
Guiding Questions:
• I act in my role and have conversations in French about buying food
• Je peux participer à une discussion/négociation dans un jeu de rôle
• I plan how to spend money within a budget to buy food in the market
• Je peux respecter mon budget quand je fais mes achats
• I use French vocabulary to talk about the things that influence my decisions about what I
Differentiated Instruction:
• Provide more/fewer vocabulary
prompts as needed
buy (e.g., price, locally produced, convenience, economic impact, environmental impact)
• Je peux utiliser le vocabulaire nécessaire pour communiquer mes idées et opinions
• I use drama techniques to realistically play a role
• Je peux participer dans un jeu de rôle en respectant la situation
Continue the discussion with some additional guiding questions.
• What went well? What would you do differently the next time? (Qu’est-ce que vous
avez bien fait? Qu’est-ce que tu ferais la prochaine fois? (Qu’est-ce qui a bien marché?)
• Did you speak French? (As-tu parlé en français?)
• Did you use a lot of French words and phrases while in the market? (Est-ce que tu as
utilisé beaucoup de vocabulaire et de phrases différentes pendant l’activité?)
• What did you learn at the market? (Qu’est-ce que tu as appris au marché?)
• Did you enjoy your experience at the market? Why? (Est-ce que tu as aimé cette
activité? Pourquoi?)
Reflect with students on related issues, based on their experience.
Guiding Questions:
• Was it difficult with only 20 Euros? (Est-ce que c’était difficile avec seulement 20 euros?)
• What did you do if you did not have enough money? (Qu’est-ce que tu as fait quand tu
n’avais pas assez d’argent?)
• How could you help the farmers and food producers in our region? (Comment aides-tu les
fermiers/les producteurs de notre région?)
Whole Class – Celebration and Eating
Students sit down for a picnic lunch. As they enjoy eating and sharing the food they purchased,
students continue to use French vocabulary.
The teacher will walk around to the groups and encourage additional reflection and
conversation in French (e.g., ask if they got enough food, did they have enough money, did
they successfully negotiate a lower price, how was purchasing their food at a market helpful to
local producers, how did they make decisions about what to buy, what made the decisions
easy/difficult, did they find it challenging to work with a different currency?)
Financial Literacy in Grades 6 & 7 French as a Second Language and the Arts (drama) Pg 4 of 4
Curriculum Expectations
Financial Literacy in Grade 6 and 7 French as a Second Language
Core French—At the Market
Grade 6
French as a
Second
Language
(1998)
• participate in dialogues about familiar topics, and
listen to and talk about short oral texts;
• identify and use the vocabulary and the grammar
and language conventions appropriate for this
grade level.
Oral Communication
- ask and answer simple questions using complete
sentences (e.g., Quelle est ton adresse?);
- give an oral presentation of ten to fifteen
sentences in length (e.g., the results of a survey)
The Arts Drama
(2010)
Grade 7
• communicate information and ideas in writing in
structured and open-ended situations for different
purposes
• identify and use the vocabulary and the grammar
and language conventions appropriate for this
grade level.
Oral Communication
- use language appropriately in a variety of
rehearsed, routine, and open-ended situations
(e.g., a cassette letter, an anti-smoking or
anti-drinking message)
- give an oral presentation of fifteen to twenty
sentences in length (e.g., report on reading
material)
B1. Creating and Presenting: apply the creative
process to process drama and the development of
drama works, using the elements and conventions of
drama to communicate feelings, ideas, and multiple
perspectives;
B1. Creating and Presenting: apply the creative
process to process drama and the development of
drama works, using the elements and conventions
of drama to communicate feelings, ideas, and
multiple perspectives;
B1.1 engage actively in drama exploration and
role play, with a focus on identifying and
examining a range of issues, themes, and ideas from
a variety of fiction and non-fiction sources and
diverse communities, times, and places (e.g., adapt
roles and develop improvised scenes based on
human rights issues and/or environmental issues
such as species extinction; dramatize opinions about
cultural appropriation; role-play historical characters;
prepare a presentation about peace for
Remembrance Day; use choral speaking and role
playing to interpret poetry)
Teacher prompts: “What do you hope to learn about
this character through role playing?” “What is the
theme of our drama?” “How could you use the drama
conventions of hot seating or voices in the head or
thought tracking to develop a deeper understanding
of a character’s intentions and motivations?”
B1.1 engage actively in drama exploration and
role play, with a focus on examining multiple
perspectives related to current issues, themes,
and relationships from a wide variety of sources
and diverse communities (e.g., identify significant
perspectives related to an issue such as peer
pressure, treaty rights, or cultural identity, and
assume roles to express the different perspectives;
use prepared improvisation to communicate
insights about life events and relationships; use
thought tracking and symbolic artefacts to present a
persona associated with a past historical event)
Teacher prompts: “What drama conventions (e.g.,
mime, overheard conversation, a day in the life)
could you use to inform the audience about the
events leading up to the issue? What roles should
be adopted to represent the range of perspectives
related to the key themes of our drama (e.g.,
differing world views of Europeans and Aboriginal
people at the time of contact)?”
B1.2 demonstrate an understanding of the element
of role by selectively using other elements (e.g., time
and place; relationship; tension) to build belief in a
role and establish its dramatic context (e.g., develop
a character in the context of a courtroom drama:
judge, lawyer, witness, juror, the accused)
Teacher prompts: “What elements are critically
important to build belief in the drama?” “What will the
jury be doing when the accused person enters?”
“How will we know where and when the action is
taking place?” “How can tension be created in this
scene?” “What different points of view will be
represented by the different roles?”
B1.2 demonstrate an understanding of the
elements of drama by selecting and combining
several elements and conventions to create
dramatic effects (e.g., develop a drama
presentation incorporating a series of tableaux, a
group soundscape, a movement piece, and a
rap/song)
Teacher prompts: “Which convention will you use
to begin the piece? End the piece?” “What roles
could be introduced to explore the relationships in
more detail?”
Financial Literacy in Grades 6 & 7 French as a Second Language and the Arts (drama)
Role Cue Cards
Vocabulary and prompts for Roles in the Market
MARKET MANAGER
Roles:
• Je suis le patron du marché. Je surveille ce qui ce passe au marché. Je dis
« Bonjour! » aux acheteurs et fais certain que les marchands travaillent fort!
Vocabulary:
Bonjour!
Comment ça va?
Est-ce que tout va bien?
Est-ce que vous avez tout trouvé?
Est-ce que je peux vous aider?
Bonne journée! Au revoir!
SELLER
Roles:
• Je travaille au marché. Je suis un(e) fermier/fermière. Je vends des fruits.
• Je travaille au marché. Je suis un(e) fermier/fermière. Je vends des légumes.
• Je travaille au marché. Je suis le boulanger/la boulangère. Je vends du pain et des
baguettes.
• Je travaille au marché. Je vends des choses bric-à-brac, comme les couvertures et
les paniers – parfaits pour les pique-niques! Je n’aime pas négocier!
• Je travaille au marché. Je travaille à la confiserie. Je vends des bonbons. Miam Miam!
• Je travaille au marché. Je travaille à la boucherie. Je vends de la viande. J’ai aussi des
œufs à vendre aujourd’hui. La laiterie est fermée aujourd’hui. Le garçon est malade.
• Je travaille au marché. Je travaille à la pâtisserie. Aujourd’hui je vends des biscuits –
sans noix! Ils sont chers, mais délicieux!
Vocabulary:
Bonjour!
Est-ce que je peux vous aider?
Est-ce que vous voulez acheter _______?
Je vends ________.
Ça coûte € euros (et centimes).
Est-ce que c’est tout?
Merci! De rien!
La négociation:
Il y a une solde 2 pour 1.
C’est mon dernier prix!
BUYER
Roles:
• Je suis au marché pour acheter mon déjeuner. Je vais manger avec mes amis!
J’ai seulement 5 euros à dépenser! Je dois négocier pour les prix moins chers.
• Je suis au marché pour acheter mon déjeuner. Je vais manger avec mes amis!
Je n’aime pas le jambon!
• Je suis au marché pour acheter mon déjeuner. Je vais manger avec mes amis!
J’ai seulement 5 minutes à magasiner! Je suis en retard! Vite! Vite!
• Je suis au marché pour acheter mon déjeuner. Je vais manger avec mes amis!
Je ne peux pas manger les noix, alors tout ce que j’achète doit être sans noix.
• Je suis au marché pour acheter mon déjeuner. Je vais manger avec mes amis!
J’ai 20 euros à dépenser!
• Je suis au marché pour acheter mon déjeuner. Je vais manger avec mes amis!
J’aime les légumes.
• Je suis au marché pour acheter mon déjeuner. Je vais manger avec mes amis!
J’ai beaucoup d’argent dans mon porte-monnaie/sac à main!
• Je suis au marché pour acheter mon déjeuner. Je vais manger avec mes amis!
J’ai faim!
• Je suis au marché pour acheter mon déjeuner. Je vais manger avec mes amis!
Je dois acheter de la nourriture pour moi et mon ami(e).
Vocabulary:
Bonjour!
Je veux/Je voudrais ________.
Qu’est-ce que vous vendez?
Ça coûte combien?
Ce n’est pas cher. C’est cher! C’est trop cher!
C’est du vol!
Je le/la/les prends!
Qui, c’est tout. Merci!
Je regarde seulement.
La négociation:
Est-ce que je peux acheter ______ pour ________ € euros/centimes?
Vous me faites un prix, si j’en prends deux?
Vocabulary list
Core French—At the Market
Les nombres 1-100 (pour l’argent)
Acheter
Je veux…
Vendre
Je voudrais
Ce, cet, cette, ces
J’ai besoin de…
L’argent
Je n’ai pas assez d’argent…
Les billets
C’est combien?
Les pièces (change)
C’est trop cher.
La banque
Ce n’est pas cher.
Le marché
Je le/la/les prends.
Le kiosque
Est-ce que c’est tout?
Bric-à-brac
C’est tout. Merci!
Sac à main/porte-monnaie
Est-ce que je peux vous aider?
La boucherie
Puis-je vous aider?
La boulangerie
Je regarde seulement.
La confiserie
Euro(s)
La fromagerie
Centimes (cents, used in France)
La maison de fruits et de légumes